Kari Kosonen

Using Trialogical Design Principles to Assess Pedagogical Practices in Two Higher Education Courses

Design-based research has become a popular methodology in educational research because it provides results that can explicitly be applied to inform pedagogical practice, unlike surveys or experimental studies conducted in controlled laboratory settings (Brown, 1992; Edelson, 2002). One basic aspect of design-based research emphasised by many researchers is that it combines empirical research and theorydriven design of educational settings, aiming to understand how to assess and improve pedagogical practices in authentic contexts, and simultaneously develop the theories further (Bell et al., 2004; Design-Based Research Collective, 2003).

A Product Development Course as a Pedagogical Setting for Multidisciplinary Professional Learning

New product development (NPD) is a relatively recent discipline that concerns the management of new product introductions (Lantos, Brady & McCaskey, 2009). Over recent years, it has motivated pedagogical innovation in the training of new product development professionals (Ettlie, 2002; Lovejoy & Srinivasan, 2002; Pun, Yam & Sun, 2003; Shekar, 2007; Silvester, Durgee, McDermott & Veryzer, 2002). However, according to Lantos, Brady and McCaskey (2009), only nine percent of the 407 institutions with undergraduate business training programs in USA included in their study offered NPD courses.

KPE (Knowledge Practices Environment) Supporting Knowledge Creation Practices in Education

Many activities have moved to the Web, offering a medium for numerous everyday tasks related to home, community, office, education, etc. A constant flow of new tools, use trends, services and terminologies now forms part of people’s daily lives (Candy, 2002). The landscape of tools changes constantly and the tools are complemented by a new generation of open source and access tools, social media tools, services, and enhancements.